The development of fundamental motor skills of four‐ to five‐year‐old preschool children and the effects of a preschool physical education curriculum

Abstract

Altogether 38 girls and 46 boys aged four to five years were studied to analyse the linear and non‐linear development of fundamental motor skills. The children were grouped into one experimental and one control group to study the effects of an eight‐month preschool physical education curriculum. In the course of one year, the balance skills of the girls, the running speed of the boys and the standing broad‐jump and manipulative skills of both genders progressed linearly according to the children's age. Two weekly 45‐minute physical education lessons instructed by preschool teachers promoted the linear development of the girls' standing broad‐jump and non‐linear development of the boys' running speed during spring, compared to the group that did not follow a specific structured programme. We encourage educators to organise skill‐specific practise and to ensure that the choice of tasks, equipment and environment interact to promote motor development.

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